While the
report found many strengths in the district, it raised real concerns about such
areas as teacher evaluations and transfer and hiring processes. Evaluations were
inconsistent and the district's professional development was not aligned with
evaluation outcomes. In 2012-2013, Boston
not only revised the instrument (which every school district loves to do) but
also the training and the frequency of evaluations. In the first year of the
new system, 93 percent of teachers received an evaluation compared to less than
23 percent in 2009. The district continues to analyze patterns in evaluation
outcomes and provide more support where needed, refining the system each year.

The district didn't stop there. It no longer
requires principals to hire teachers who have transferred from other schools,
giving principals the autonomy to hire teachers they believe will best serve
students. Excessed teachers who don't find a position are given a coach and assigned
to a co-teaching position with an exemplary teacher in a high-performing
school. The roughly $6 million required to pay for these teachers is considered
part of the cost of doing business.

In
addition, Boston now has a goal of
hiring 75 percent of its new teachers in March and April, rather than hiring
the bulk of new teachers in the summer months. This earlier hiring timeline
gives the district access to a larger group of prospective teachers in a
particularly competitive hiring environment and allows them to hire
highly-sought-after candidates before other districts. In 2013, Boston hired just 9 percent of teachers
by the end of June. For the 2014-2015 school year, the district reports hiring
83 percent of new teachers before July 1. In addition, they report that
early hiring has allowed them to employ the most racially diverse cohort of
effective educators in more than six years.

This
winter, the district worked with the Boston
Teachers Union to reach an agreement to extend the school day by 40 minutes,
giving both teachers and students more time and putting another NCTQ
recommendation into place. In addition to providing students the equivalent of
an additional month of school, the extra time nearly doubles the amount of
planning and development time available to teachers.